Understanding the mediating effect of learning approach between learning factors and higher order thinking skills in collaborative inquiry-based learning

Lu, Kaili; Pang, Feng; Shadiev, Rustam

doi:10.1007/s11423-021-10025-4

Cited by 32 publications

(36 citation statements)

References 39 publications

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“…In the present study, a deep approach to learning is concerned with an active way of learning characterized by intrinsic motivation and maximum understanding of EFL knowledge through holistic learning strategies and higher‐order thinking skills (Lu et al, 2021; Yu, 2019). Students using a deep approach focus on understanding learning materials by critically interacting with them and relating them to their prior experience and knowledge.…”

Section: Literature Reviewmentioning

confidence: 99%

Digital learning of English as a foreign language among university students: How are approaches to learning linked to digital competence and technostress?

Niu

Wang

Wallace

et al. 2022

Computer Assisted Learning

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Background In view of the widespread use of digital technologies in English as a foreign language (EFL) learning and the importance of students' approaches to learning (SAL) and digital competence, as well as the threats of technostress in digital settings, digital EFL learning requires a critical examination. Objectives This study sought to investigate the interrelationships among of SAL, students' digital competence, and the emerging technostress in digital learning of EFL. Methods Survey and EFL test data of 477 university students taking EFL courses were collected. Partial least square structural equation modelling and cluster analysis were employed to analyze these data. Results and Conclusions The results indicate that a surface approach to learning was significantly positively associated with technostress while negatively associated with digital competence. The deep and organized learning approaches positively predicted digital competence, which further negatively predicted technostress and burnout in digital learning of EFL. Technostress was found to be positively related to exhaustion and cynicism, with cynicism being negatively related to EFL learning outcomes. The cluster analysis identified three clusters of EFL learners and revealed that, overall, high scores in the deep and organized approaches to learning were generally aligned with strong digital competence, low technostress, low burnout, and high EFL learning outcomes. Takeaways The findings of this study carry important implications for practitioners of EFL learning and teaching in the design of strategies, pedagogies, and EFL learning technologies that improve EFL learning in digital settings while maintaining learners' wellbeing.

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Section: Literature Reviewmentioning

confidence: 99%

Digital learning of English as a foreign language among university students: How are approaches to learning linked to digital competence and technostress?

Niu

Wang

Wallace

et al. 2022

Computer Assisted Learning

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“…For example, face-toface communication is now supplemented and in some cases even replaced by the online communication (MacLeod et al, 2019). Furthermore, previous studies showed that students' intrinsic motivation (IM), peer interaction (PI) and classroom connectedness (CC) were positively related to HOTS (Hwang & Chen, 2016;Lu, Pang, & Shadiev, 2021;Lu, Yang, Shi, & Wang, 2021;Lu, Yang, & Xue, 2021;Zhang et al, 2021). However, until now, few studies investigated whether these learning factors This is mostly because their technological skills are not good enough (Ellis & Bliuc, 2016;Farjon et al, 2019;Yurtseven Avci et al, 2020).…”

Section: Research Purposementioning

confidence: 99%

“…Personal determinants refer to individuals' belief in their abilities and skills. Behavioural (3) learning outcomes (Lu, Pang, & Shadiev, 2021). Learning factors exist as independent variables, including three key variables: intrinsic motivation, peer interaction and classroom connectedness.…”

Section: Theoretical Framework and Related Workmentioning

confidence: 99%

“…In this study, we proposed a research framework, as seen in Figure 1. It includes (1) learning factors, (2) learning approach, and (3) learning outcomes (Lu, Pang, & Shadiev, 2021). Learning factors exist as independent variables, including three key variables: intrinsic motivation, peer interaction and classroom connectedness.…”

Section: Theoretical Framework and Related Workmentioning

confidence: 99%

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How to deepen college students' approach to using technologies in T‐O‐IBL? Examining the mediating influence of deep approaches to using technologies between learning factors and higher order thinking skills

Pang

Shadiev

2022

Computer Assisted Learning

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Background Inquiry‐based learning is a salient instructional approach to cultivate students' higher order thinking skills (HOTS). With the presence and advancement of new technologies, their usage for inquiry learning in university context is increasingly ubiquitous. However, in most circumstances, college students cannot integrate technologies to their inquiry learning in efficient ways or their abilities to use technologies are not good enough. Previous studies found that intrinsic motivation (IM), peer interaction (PI) and classroom connectedness (CC) were key factors to influence students' approaches to using technologies from the personal, behavioural and environmental perspectives. Objectives This study investigated the influence of these three essential learning factors (IM, PI and CC) on students' HOTS and the mediate influence of deep approach to using technologies (DAUT) between these learning factors and HOTS in the technology‐enhanced open inquiry‐based learning context. Methods A questionnaire was administered to 80 university students who had studied with the technology‐enhanced open inquiry‐based learning approach. The partial least squares method was employed to investigate the relationships among learning factors, DAUT and HOTS. Results and Conclusions Results showed that CC and PI were positively directly related to HOTS. DAUT was a significant mediator between two (i.e., IM and PI) of the three learning factors and HOTS. The findings of the study have practical implications for instructors, indicating that they should pay attention to students' IM and PI in deepening their approach to using technologies as well as to improve students' HOTS in technology‐enhanced open inquiry‐based learning.

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“…It requires special cognitive processes to have this skill. The process of analyzing, assessing and creating is a component of the cognitive ability known as HOTS (Lu, Pang, & Shadiev, 2021;Lu, Yang, Shi, & Wang, 2021). Students must be able to analyze a problem to demonstrate their HOTS skills.…”

Section: Introductionmentioning

confidence: 99%

The Influence of a STEM-Based Digital Classroom Learning Model and High-Order Thinking Skills on the 21st-Century Skills of Elementary School Students in Indonesia

Zainil¹,

Kenedi²,

Rahmatina

et al. 2022

JEELR

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The aim of the current research is to develop a STEM-based digital classroom learning model based on the 21st-century skills and characteristics of elementary school students. To enable the dissemination of this learning model, further research is needed to determine the effect of the STEM-based digital classroom learning model on the 21st century skills of elementary school students. The lack of 21st-century skills among elementary school students and the necessity for a study of the influence of higher-order thinking skills as one of the capabilities that primary school students must develop are contributing factors to this research. This advancement would lead to an understanding of how STEM and HOTS affect student’s skills. This was experimental research with 100 fourth-grade students. The data analysis methods employed by SPSS included two-way ANOVA tests, homogeneity tests, normality tests and descriptive tests. The study's findings revealed that: (1) students who are taught with STEM-based digital and conventional learning models have different 21st-century skills, (2) students with high and low higher- order thinking skills have different 21st-century skills, and (3) students with high and low higher- order thinking skills who are taught with STEM-based digital and conventional learning models have a connection to 21st-century skills. Education professionals can use the implications of this research as a guide to develop 21st-century skills for elementary school students.

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Understanding the mediating effect of learning approach between learning factors and higher order thinking skills in collaborative inquiry-based learning

Cited by 32 publications

References 39 publications

Digital learning of English as a foreign language among university students: How are approaches to learning linked to digital competence and technostress?

Digital learning of English as a foreign language among university students: How are approaches to learning linked to digital competence and technostress?

How to deepen college students' approach to using technologies in T‐O‐IBL? Examining the mediating influence of deep approaches to using technologies between learning factors and higher order thinking skills

The Influence of a STEM-Based Digital Classroom Learning Model and High-Order Thinking Skills on the 21st-Century Skills of Elementary School Students in Indonesia

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